Search results for: Kosko Karl W.
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Animations as a Transformational Approximation of Practice for Preservice Teachers to Communicate Professional Noticing
This article explores the use of animations as an approximation of practice to provide a transformational technology experience for elementary mathematics preservice teachers. Findings illuminate preservice teachers’ degrees of specificity, with most preservice teachers being more specific about mathematics in their animations, showing promise for animation as a tool for communicating what is noticed. Further, preservice teachers perceived the use of animations a transformational experience, meaning the technological medium provided learning and access beyond what could have been accomplished without the technological support.
Updated: Mar. 29, 2017
In this study, the authors inspected teachers’ online discussions of animations of classroom episodes realized with cartoon characters, looking at the difference in the content of conversation turns when members made evaluative comments and when they did not make evaluative comments. They were interested in finding out whether making evaluative comments correlated with participants’ reflection on their professional practice and proposal of alternative teaching actions. They found statistically significant evidence that the more the participants actively evaluated the teaching in the animations, the more they proposed alternative teaching actions and reflected on instructional practice.
Updated: Dec. 28, 2015